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A description of ubiquitous learning from the introductory chapter on Ubiquitous Learning by editors Bill Cope and Mary Kalantzis, 2008, University of Illinois Press. It explains how "ubiquitous computing can lay the groundwork for ubiquitous learning." ..."ubiquitous learning is a new educational paradigm made possible in part by the affordances of digital media." It conveys seven changes or moves of ubiquitous learning as follows: Move 1: To blur the traditional institutional, spatial and temporal boundaries of education Move 2: To shift the balance of agency Move 3: To recognize learner differences and use them as productive resource Move 4: To broaden the range and mix of representational modes Move 5: To develop conceptualizing capacities Move 6: To connect one's own thinking into the social mind of distributed cognition and collective intelligence Move 7: To build collaborative knowledge cultures

Article in MindShift, KQED, April 24, 2012 by Nathan Miton. Fabulous because it recognizes that content is one leg of learning stool. Excerpt: But at such a huge scale, what are the digital methods of teaching that work best? Philipp Schmidt, founder of the free online university P2PU, preaches three building blocks: community, recognition and content. Endorsement of peer learning potential Excerpt: The Stanford professors readily admit that some of the students who participated in their online courses provided their peers with deeper, more comprehensive answers than they were able to. The exponential explosion in opportunities for learning. Excerpt: in the past 10 years I've heard people say campus-based education better look out, that this will be threatening to their business model, and I've never really felt that until the last six months. The pace of change in open education is qualitatively different than it was even a few months ago." A new breed of digital pedagogy/andragogy/heutagogy Excerpt: "We probably haven't fully made the transition to digitally native pedagogies and learning approaches," Carson said. "The first generation of distance learning is basically an attempt to move the classroom online, and I think that part of the scalable learning of these massive courses is the breakdown of that model."

Learnlets is Clark Quinn's blog. This is what he wrote on January 26 about Sharing Failure. The closing paragraphs are the most interesting to me. Excerpt: "Now, just getting people sharing isn't necessarily sufficient. Just yesterday (as I write), Jane Bozarth pointed me towards an article in the New Yorker (at least the abstract thereof) that argues why brainstorming doesn't work. I've said many times that the old adage "the room is smarter than the smartest person in the room" needs a caveat: if you manage the process right. There are empirical results that guide what works from what doesn't, such as: having everyone think on their own first; then share; focus initially on divergence before convergence; make a culture where it's safe, even encouraged, to have a diversity of viewpoints; etc. No one says getting a collaborating community is easy, but like anything else, there are ways to do it, and do it right. And here too, you can learn from the mistakes of others…"

Very interesting course offered at P2PU on designing collaborative workshops. Looks like this one is three weeks long with 3 synchronous sessions in Google Hangout. Under the About tab: Seems like learning bubbles? "Increasingly informal and temporary learning spaces are being set up in many spheres. These include technology and open education conferences, counter-summits, BarCamps, hackathons and many other events."